Each year, the National Alliance for Broader Impacts (NABI) seeks to understand the current state of broader impacts (BI) in the national context. In 2017, NABI convened two forums to identify needs and solicit recommendations. The first event was a 90-minute town hall session with 120 participants facilitated by Jamie Bell at the April 2017 BI Summit. The second event was a two-day convening facilitated by Goose Creek Consulting at NSF headquarters in May 2017 of stakeholder groups including university administrators (e.g., provosts, associate provosts, vice-presidents of research)
This resource list was produced by the GENIAL (Generating Engagement and New Initiatives for All Latinos) project, which convened Informal Science Learning (ISL) practitioners, community leaders, policymakers, researchers, and others focusing on generating engagement and new initiatives for Latinos.
In December, 2013, a group of leaders of six informal science education (ISE) assessment projects met in Palo Alto, CA for a 2-day exploration of the state of the art of measuring the impact of informal STEM education experiences. The goals for the meeting were to explore in depth the technical and practical details of the assessments, share and critique findings, and review plans for ongoing work to validate and refine measures.
This report summarizes the content and shares ideas coming out of a convening organized in September, 2013 by the Alliance and The Henry Ford. Essays by educators, students, researchers and reformers explore how leaders from the worlds of education and museums can work together to integrate the nation’s assets into a Vibrant Learning Grid. Produced with the support of the Robert and Toni Bader Foundation.
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TEAM MEMBERS:
Center for the Future of MuseumsElizabeth Merritt
resourceresearchProfessional Development, Conferences, and Networks
Advances in the life sciences - from the human genome to biotechnology to personalized medicine and sustainable communities - have profound implications for the well-being of society and the natural world. Improved public understanding of such scientific advances has the potential to benefit both individuals and society through enhanced quality of life and environmental protection, improved K-12 and undergraduate science education, greater understanding of human connections to the natural world, and more sustainable policies and regulations. Yet few systems of support exist to help life
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TEAM MEMBERS:
Elizabeth Stallman BrownLaurence YoungKeegan SawyerNational Research Council
resourceresearchProfessional Development, Conferences, and Networks
On February 14-15, 2013, the Atomic Heritage Foundation (AHF) hosted a workshop in Washington, DC: "Transforming the Relationship between Science and Society: Interpreting the Manhattan Project." The workshop, funded by the National Science Foundation, brought together historians, scientists, museum experts, and representatives of the National Park Service, Department of Energy and Manhattan Project museums from across the country. The goals of the workshop were to develop ideas for interpreting the controversial history and legacy of the Manhattan Project for a national traveling exhibit. By
This paper presents a transcript from a panel discussion at a VSA program gathered to explore issues of concern related to the life of the "in-house evaluator." Three panelists, experience in-house evaluators, discuss their personal solutions to these issues and contradictions raised by this unique position, in the hope of helping professionals new to the task.
This presentation was given as a preconference workshop at the 6th Annual International Science of Team Science Conference in 2015. It presents tools and resources for implementing effective practices in team science, and introduces tools and resources to help bolster collaboration.
The National Research Council's Roundtable on Public Interfaces of the Life Sciences held a 2-day workshop on January 15-16, 2015, in Washington, DC to explore the public interfaces between scientists and citizens in the context of genetically engineered (GE) organisms. The workshop presentations and discussions dealt with perspectives on scientific engagement in a world where science is interpreted through a variety of lenses, including cultural values and political dispositions, and with strategies based on evidence in social science to improve public conversation about controversial topics
How can professional learning for out‐of‐school staff be organized to promote equity in STEM learning? This is the question a group of out-of‐school educators and educational researchers gathered to discuss at the Exploratorium on January 30‐31, 2015. The meeting was sponsored by the Research+Practice Collaboratory, an NSF-‐funded project that develops and tests new models for integrating research and practice perspectives for the improvement of science and mathematics education. Four big ideas for supporting equity-oriented facilitation emerged from the group's discussions: (1) Seeing
In late 2012, COMPASS received NSF grant number 1255633, “A Workshop to Explore Building Systemic Communication Capacity for Next Generation Scientists.” Known in shorthand and on twitter as #GradSciComm, the work comprises three major components, culminating in this report: (1) To assess the current landscape of science communication workshops, courses, and trainings available to graduate students in the STEM disciplines; (2) To convene a workshop of science communication trainers, scholars, science society leaders, funders, administrators, and graduate students; and (3) To provide concrete
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TEAM MEMBERS:
Liz NeeleyErica GoldmanBrooke SmithNancy BaronSarah Sunu